1. SWPB Action Planning for District Leadership
George Sugai & Susan Barrettt
OSEP Center on PBIS
University of Connecticut
February 14, 2008

2. Outcomes
Rationale for approach to behavior that is positive, systemic, & continuous
Features of school-wide positive behavior support (practices & systems)
Role/importance of district leadership, coordination, & capacity

3. Main Messages Student Achievement Good Teaching Behavior Management
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems

4. RATIONALE Why SWPBS?

5. SW-PBS Logic!
Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable
(Zins & Ponti, 1990)

6. Main Messages
Student Achievement = Good Teaching + Behavior Management
Good Teaching = Increasing District & State Competence & Capacity
Competence/Capacity = Investing in outcomes, data, practices, & systems

7. Implementation Levels
State
District
School
Classroom
Student

8. FEATURES What does SWPBS look like?

9. Logic!
Successful teaching & learning environments are effective, efficient, relevant, & durable
Outcome-based
Data-led decision making
Evidence-based practices
Systems support for accurate & sustained implementation

10. Supporting Social Competence &
Academic Achievement
4 PBS Elements
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting
Student Behavior

11. Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
SAY: One of the most important organizing components of PBS is the establishment of a continuum of behavior support that considers all students and emphasizes prevention. This logic of this 3-tiered approach is derived from the public health approach to disease prevention.
All students and staff should be exposed formally and in an on-going manner to primary prevention interventions. Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively, a majority of students are likely to be affected.
Some students will be unresponsive or unsupported by primary prevention, and more specialized interventions will be required. One form of assistance is called secondary prevention, and is characterized by instruction that is more specific and more engaging. These interventions can be standardized to be applied similarly and efficiently across a small number of students. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide PBS effort.
If primary prevention is in place, a small proportion of students will require highly individualized and intensive interventions. The goal or tertiary level interventions is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (c) strength-based and instructionally oriented, (d) continuously evaluated and enhanced, and (e) linked to the school-wide PBS approach.
~80% of Students

12. Continuum of Support for ALL
RTI
Continuum of Support for ALL
Universal
Targeted
Intensive
Few
Some
NOTICE GREEN GOES IS FOR “ALL”
All
Dec 7, 2007

13. GENERAL IMPLEMENTATION PROCESS
Team
GENERAL IMPLEMENTATION PROCESS
Agreements
Data-based
Action Plan
SAY: In general, the implementation of a school-wide PBS approach at the school level is built around five main implementation steps.
Evaluation
Implementation

14. SWPBS
Subsystems
School-wide
Classroom
Family
Non-classroom
Student

15. Positive expectations & routines taught & encouraged
Non-classroom
Positive expectations & routines taught & encouraged
Active supervision by all staff
Scan, move, interact
Precorrections & reminders
Positive reinforcement

16. Classroom Classroom-wide positive expectations taught & encouraged
Teaching classroom routines & cues taught & encouraged
Ratio of 6-8 positive to 1 negative adult-student interaction
Active supervision
Redirections for minor, infrequent behavior errors
Frequent precorrections for chronic errors
Effective academic instruction & curriculum

17. Individual Student Behavioral competence at school & district levels
Function-based behavior support planning
Team- & data-based decision making
Comprehensive person-centered planning & wraparound processes
Targeted social skills & self-management instruction
Individualized instructional & curricular accommodations

18. Family Continuum of positive behavior support for all families
Frequent, regular positive contacts, communications, & acknowledgements
Formal & active participation & involvement as equal partner
Access to system of integrated school & community resources

19. School-wide 1. Common purpose & approach to discipline
2. Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4. Continuum of procedures for encouraging expected behavior
5. Continuum of procedures for discouraging inappropriate behavior
6. Procedures for on-going monitoring & evaluation

20. DW Planning Features What’s needed to support school implementation?

21. 1. IMPLEMENTATION PHASES 2. 3.
Local
Demonstration
w/ Fidelity
Need,
Agreements,
Adoption, &
Outcomes 1.
IMPLEMENTATION
PHASES 2.
Sustained
Capacity,
Elaboration, &
Replication
4. Systems
Adoption, Scaling,
& Continuous
Regeneration 3.

22. Sample Implementation “Map”
2+ years of school team training
Annual “booster” events
Coaching/facilitator school & district levels
Regular self-assessment & evaluation data
On-going preparation of trainers
Development of local/district leadership teams
Establishment of state/regional leadership & policy team

23. PBS Systems Implementation Logic
Visibility
Funding
Political
Support
Leadership Team
Active & Integrated Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations

24. Leadership Team Active Coordination FUNCTIONS Implementation support
Data-based action plan
Coordination
Capacity building
Policy & funding
Communications
Training capacity
Exemplars
Evaluation
MEMBERS
Coordinator
Representation
Behavioral capacity
Agency
Parent/family
Leadership
Etc
SAY: One of the most important steps is to establish or identify an existing group of individuals who can lead the establishment of a school-wide PBS approach. This team must be made of school staff who are respected, have effective communication skills and means, and can influence school policy, organization, and operations.
An important factor in effective leadership teaming is ensuring that members of the team agree on how they will conduct business (e.g., agenda, problem solving, voting, etc.). The Conducting Leadership Team Meetings Checklist (see Appendix.1) can be used to assess for and establish agreements about how team meetings will be conducted.

25. Initiative, Project, Committee
Working Smarter
Initiative, Project, Committee
Purpose
Outcome
Target Group
Staff Involved
SIP/SID/etc
Attendance Committee
Character Education
Safety Committee
School Spirit Committee
Discipline Committee
DARE Committee
EBS Work Group

26. Identify existing efforts by tier Specify outcome for each effort
CONTINUUM of SWPBS
Tertiary Prevention
Function-based support
Audit
Identify existing efforts by tier
Specify outcome for each effort
Evaluate implementation accuracy & outcome effectiveness
Eliminate/integrate based on outcomes
Establish decision rules (RtI)
~5%
~15%
Secondary Prevention
Check in/out
Primary Prevention
SWPBS
~80% of Students

27. Training Coaching Evaluation Training Coaching Evaluation Continuous
Embedded
Team-coordinated
Data-based
Local expertise
Action plan linked
Etc….
Training
Continuous
Local support
Data-based
Preventive
Positive
Competent
Etc….
Coaching
Continuous
Question-based
Academic & social
Efficient
Team-coordinated
Public
Etc….
Evaluation

28. Role of “Coaching”
Liaison between school teams & district/state leadership team
Local facilitation of process
Local resource for data-based decision making

29. Tools (pbis.org) EBS Self-assessment
TIC: Team Implementation Checklist
SSS: Safe Schools Survey
SET: Systems School-wide Evaluation Tool
BoQ: Benchmarks of Quality
PBS Implementation & Planning Self-assessment
ISSET: Individual Student Systems Evaluation Tool (pilot)
SWIS: School-Wide Information System (swis.org)

30. Political Funding Visibility Support Continuous Top 3 priorities
Quarterly/annually
Policy
Participation
Etc….
General fund
3 years of support
Integrated
Data-based
Etc….
Demos & research
Multiple formats
Multiple audiences
Acknow. others
Etc….

31. Local School Teams/Demonstrations
Fidelity implementation
>80% of staff
>80% of students
Administrator leadership
Team-based
Data driven
Contextually relevant
Teaching focused
Integrated initiatives
Etc…..